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Southeast Asia Language Teaching and Learning (SALTeL) Journal
Volume 6 Number 2 July 2023, 09 ~ 16
DOI: https://doi.org/10.35307/saltel.v6i2.103
e-ISSN: 2614-2684 9
Journal of ALTSA (www.journal.altsacentre.org)
Exposing EFL Students’ FLRA in Reading Section: The Case of
TOEFL Course
Fatin Nadifa Tarigan1, Dian Heriani2, Anni Alvionita Simanjuntak3, Siti Aminah Hasibuan4
1,4 Universitas Pembinaan Masyarakat Indonesia, Indonesia, 2Politeknik Negeri Sriwijaya, Indonesia, 3Universitas
Pembangunan Nasional Veteran Jakarta, Indonesia
ARTICLE INFO
ABSTRACT
Article history:
Received May 01, 2023
Revised June 15, 2023
Accepted July 16, 2023
Foreign Language Reading Anxiety (FLRA) becomes increasingly
crucial for EFL students since it prevents the learners' reading grasp.
This study reports on college students’ reflections on reading. The
study's main objective was to determine students' reading anxiety
levels and discover the most potential factors contributing to
students’ Foreign Language Reading Anxiety (FLRA) in TOEFL
Test. It was administered to 22 students of the English Department in
Universitas Pembinaan Masyarakat Indonesia using purposive
sampling in the academic year 2022/2023. To achieve this purpose,
this study utilized both quantitative and qualitative approaches. The
data were collected using a Foreign Language Reading Anxiety Scale
(FLRAS) questionnaire with five-point Likert scale participants and
an interview sheet to examine the levels of their reading anxiety and
its factors. The results demonstrate that the student's reading anxiety
levels were 18% in the low category, 64% in the medium category,
and 18% in the high category. It indicates that they experienced a
medium level of anxiety while reading with unfamiliar vocabulary
and unknown topics, and the fear of making mistakes was identified
as the significant factor of FL reading anxiety.
Keywords:
Anxiety,
FLRA,
Reading,
TOEFL
Conflict of Interest:
None
Funding:
None
Corresponding Author: Fatin Nadifa Tarigan, Lecturer at Universitas Pembinaan Masyarakat Indonesia,
Medan, Indonesia. Email: nadifafatin11@gmail.com.
© Fatin Nadifa Tarigan, Dian Heriani, Anni Alvionita Simanjuntak, Siti Aminah Hasibuan
This is an open-access article under the CC BY-SA 4.0 international license.
1. Introduction
As a foreign language, learning English raises challenges in non-English-speaking countries. Most academic
texts are written in English, and most foreign language (FL) learners must read many English texts. In order
to find out the learners' level in mastering English skills requires the standard test of a foreign language
known as TOEFL. Despite the significance of TOEFL, many students still need to meet the standard
minimum score.
Studies on TOEFL are still blooming, particularly in Indonesia, since getting a particular score on the TOEFL
is a requirement for non-native English speakers to pursue studies. Such as in the US and Indonesia, TOEFL
is also required in the academic atmosphere. Some universities require students to acquire TOEFL scores for
graduate admission (Samad & Fitriani, 2017). In consequence, to achieve TOEFL score goals, some
difficulties during completing tests needed to be known to solve. Several aspects in the current format of PBT
TOEFL consist of three sections – listening comprehension, structure and written expression, and reading
comprehension.
Among those three sections, reading comprehension is focused due to most students' low interest in the
reading section. Most previous studies found that reading comprehension is the most crucial section among
the three language skills tested in the TOEFL (Anjomshoa & Zamanian, 2014). One of the challenges is
anxiety that some FL learners might suffer from. The anxiety in reading is often referred to as Foreign
Language Reading Anxiety (FLRA).
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FL reading anxiety is distinguished from FL anxiety since it is a more specific anxiety learners experience
while reading a passage in the target language. FL anxiety was commonly defined as a distinct complex of
self-perceptions, beliefs, feelings, and behaviours related to classroom language learning arising from the
uniqueness of the language learning process. It has been recognized that Foreign Language Anxiety
symptoms stress the learners’ negative feelings, such as extreme fear, insecurity, and forgetfulness in the
learning process, which further influence their cognitive output (Oyeleye & Odunayo, 2020). Forth, FL
reading anxiety affects FL reading performance. Students with high anxiety levels cannot concentrate on
learning and fail to perform a task in the classroom. Anxiety studies in reading contexts were conducted after
the FLRA release by Saito et al. (1999). Many Indonesian students perform at different reading
comprehension levels, including low, middle, and high.
The students should have obtained an advanced level of English proficiency at the tertiary level.
Nevertheless, this number still needs to be satisfactory. Several studies conducted by the experts also discuss
the students' reading anxiety. Based on the previous studies, many students felt low self-confidence, lack of
peer support, low self-perceived language competence, and low motivation in reading (Limeranto & Subekti,
2021). Moreover, Nurul, Ismail, and Madi (2022) also assert that they feel anxious about reading with certain
reading troubles, such as avoiding reading activities in the classroom, being unmotivated, and being
uninterested in reading materials.
Some factors play a significant role in affecting learners' FLRA levels. A lack of self-confidence makes
learners afraid of making mistakes if they are unfamiliar with the topics (Estrada-Madronero, 2019). In
addition, self-efficacy also influences learners' reading (Tarigan et al., 2022). Previous research investigated
students' problems in reading sections related to finding inference meaning (Tarigan, 2021). At the same
time, Septiana (2021) found out that the student's problems in the reading section tend to limit vocabulary
mastery, grammatical knowledge, reading skills and unfamiliarity with the passage's topic. Joo and Damrons
(2015) reveal the significant sources of foreign language reading anxiety among students learning Korean,
such as learning new symbols, remembering the meaning of words once the symbols are learned, and feeling
uncomfortable reading in Korean. Many students of the English Department at Universitas Pembinaan
Masyarakat Indonesia still need to perform the TOEFL reading section. It occurs because the students
identify its meaning in long, complex sentences. Supported by Oakhill, Cain & Elbro (2019) state that
determining the appropriate meaning of words is one of the expected reading difficulties experienced by
EFLs. Hence, it is essential to determine the levels and the factors of Foreign Language Reading Anxiety’s
students in cases of TOEFL Courses. It is crucial since it is the key to helping English lecturers successfully
teach reading TOEFL and obtain a higher English proficiency level in TOEFL, especially in reading tests.
2. Literature Review
2.1 TOEFL test
Since students must have a high level of English proficiency, some language institutions worldwide offer
international English tests for students who want to know their English proficiency. These tests are the
International English Language Test System (IELTS), the Test of English for International Communication
(TOEIC), and the Test of English as a Foreign Language (TOEFL). However, the TOEFL test is the most
common test for advanced students at universities in Indonesia as one of the requirements to take the final
thesis examination, get a scholarship and get a job. In the TOEFL test, reading comprehension is one of the
aspects that has the main questions.
2.2 Reading Comprehension
Reading poses challenges for foreign language learners since it is a complex and cultural skill. However, it is
a complex and perceptive skill which depends on readers' thinking. It involves physical activities (e.g.,
movements of eyeballs, head, hands, and other body parts) and thinking activities (e.g., understanding
between letters, words, and sentences) so the reader can capture the gist of information in a text. Reading is
challenging because readers must attempt many interpretations of the author's intentions.
Reading has a very close relationship with comprehension. The word comprehension is defined as the ability
to understand something. In an academic context, reading comprehension is a complex, active process of
constructing meaning from text. It involves knowing how to read words accurately and automatically,
accessing previous knowledge, understanding vocabulary and concepts, making inferences, and linking key
ideas (Thompson & Vaugh, 2007). The level of understanding for reading can be measured through several
standardized tests; among them is the widely used TOEFL. Reading TOEFL consists of 50 questions, which
should be completed in 55 minutes.
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2.3 Foreign Language Reading Anxiety
It is common for someone to deal with a serious problem and become anxious. It also occurs in doing tests,
including reading. Difficulties in reading affect reading anxiety. Anxiety has two components: worry and
emotion (Booth & Tekes, 2019). Worry or cognitive anxiety refers to negative perception and cognitive
worries about oneself, the situation at the side, and possible consequences, whereas emotional or physical
anxiety is concerned with one's understanding of the physiological–affective elements of anxiety
experience, unpleasant feelings like nervousness, stomach upset, heartaches, tension, and sweating.
FL anxiety was commonly defined as a distinct complex of self-perceptions, beliefs, feelings, and
behaviours related to classroom language learning arising from the uniqueness of the language learning
process. It has been recognized that Foreign Language Anxiety symptoms stress the learners' negative
feelings, such as extreme fear, insecurity, and forgetfulness in the learning process, which further influence
their cognitive output (Oyeleye & Odunayo, 2020). Specifically, foreign language reading anxiety refers to
feelings of worry and apprehension when students try to read and comprehend foreign language text
(Muhlis, 2017). Anxious learners are likely to feel uncomfortable with the unfamiliar (e.g., words, grammar
and cultural background) and expect that they should understand all the materials presented (Saito et al.,
1999). Meanwhile, Zhornik (2001 in Jalongo & Hirsh, 2010) defines reading anxiety as a specific,
situational phobia toward reading that has physical and cognitive reactions. Hence, it can be stated that FL
anxiety is a feeling of worry related to reading and comprehending.
Foreign language anxiety has adverse effects on cognitive processing and behaviour. Hence, the anxieties
precipitated by reading tasks are a significant challenge for reading progress. Based on Subasi (2014),
reading anxiety is classified into three levels: low, medium, and high. To determine the level, the students
must answer the FLRA questionnaire.
2.4 Factors of Foreign Language Reading Anxiety
Saito et al. (1999) have developed two indicators of reading anxiety: unfamiliar writing scripts and
unfamiliar cultural background. However, based on Ahmad et al. (2013), these are the indicators of reading
anxiety.
2.4.1 Unfamilar culture
The reading task is an interaction between the reader and the author's thoughts and an incidental interaction
between the reader and the shared knowledge of cultural history in printed materials (Ahmad et al., 2013).
Unfamiliar foreign language cultures would hamper students’ reading comprehension process and cause
anxiety as the culture represented in the text is foreign to them (Rajab et al., 2012). In addition, Saito et al.
(1999) also reveal that unfamiliar culture was considered a significant aspect that elicits foreign language
reading anxiety. Unknown cultural content made students challenging to understand foreign language
scripts. In this sense, being familiar with the culture represented in the text is required to help the learners to
make sense of the text or to misunderstand the text.
2.4.2 Unfamilar topic
Topics of high interest to a reader help him have a flexible and appropriate response to a reading text. If the
topic of a text is not attractive to a learner, it is almost impossible for this learner to read for pleasure and
become an effective reader. In other words, Gonen (2007) stated that uninteresting topics in reading texts
are considered sources of foreign language reading anxiety.
2.4.3 Unfamiliar vocabulary
It is easier for foreign language learners to understand and understand foreign languages if they know the
vocabulary. Rajab et al. (2012) said that unfamiliar vocabulary might impede learners' comprehension and
cause difficulty, leading to anxiety. In Gonen’s study (2007), unknown vocabulary in reading a foreign
language text appeared to be another source of anxiety. 20% of the communication units related to the text
category fit the student's statement of anxiety about new words through reading English language text.
2.4.4 Worry about the reading effect
Worrying about the reading effect is the manifestation of anxiety toward reading aloud. According to
Jalongo & Hirsh (2010), reading aloud is paired with an anxious unconditioned stimulus, which brings an
adverse reaction. The case is when the students are asked to perform reading aloud in front of their
classmates; they will feel worried and disrupt their concentration in comprehending a text. If they fail to
control their anxiety, it is difficult for them to demonstrate their idea about a text. Moreover, they will need
to remember what has been read. The anxious feeling will happen during and after the reading task.
Consequently, it will disturb reading comprehension and performance (Ahmad et al., 2013).
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2.4.5 fear of making an error
Fear is substantially related to a matter of self-confidence. It is supported by several studies which stated
that language anxiety is complexly intertwined with self-confidence though the latter is characterized as a
positive component (Brown, 2007). In some cases, those who lack self-confidence will be afraid to make
errors in learning. Hence, the feeling of being afraid to make errors will lead students to be anxious in the
act of reading.
3. Method
This study adopted a quantitative and qualitative method that aims to analyze and determine the level of
students' reading anxiety and discover the most potential factors contributing to students' Foreign Language
Reading Anxiety (FLRA) in the TOEFL Test. This study was conducted at Universitas Pembinaan
Masyarakat Indonesia, Medan, Indonesia. The respondents were 22 EFL learners of students of the English
Education Department using purposive sampling. The reading comprehension questionnaire and interview
sheet were used to collect the data to find the significant anxiety factors in answering the reading test. The
test was based on the TOEFL test in reading comprehension, which consists of 50 questions. Data were then
analyzed by using SPSS.
FLRAS (Foreign Language Reading Scale) questionnaire was used to analyze the level and factors of
Reading anxiety among the learners. In analyzing the data, the options for each question in the questionnaire
were arranged with Likert Scale from Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree., as
proposed by Nemoto and Beglar (2013), is a psychometric scale which has multiple categories in which the
participants choose to represent their feelings, opinions, ideas, and attitudes about a particular issue. In
addition, an interview was conducted as a supplement research instrument for data gathering.
4. Results and Discussion
To determine the level of EFL students’ reading anxiety, the FLRAS questionnaire was adopted. The
following table displays the descriptive statistics of students' reading anxiety levels. The level of reading
anxiety for each participant with 18 items. In this present study, the score range was between 45 and 71,
based on the table below.
Table 1. Descriptive Statistics for Reading Anxiety
N
Min
Max
Mean
SD
Total
22
45
71
58
8.3
In analyzing the data, the first step was collecting the data from students’ responses to the foreign language
reading anxiety questionnaire, then was identified using a positive scoring rate from 1 to 5 (1 strongly
disagree, 2 disagree, 3 neither agree nor disagree, 4 agree, 5 strongly agree).60 In contrast, negative wording
was identified using negative scoring, which rated from 5 - 1 (5 for strongly disagree, 4 for disagree, 3 for
neither agree nor disagree, 2 for agree, and 1 for strongly agree). Then, the score was analyzed to find
descriptive statistics, which contain mean, standard deviation and percentage, that were used to determine the
student's level of reading anxiety.
Table 2. The categorization of the Score of the Reading Anxiety Level
Table 2 calculated the mean and standard deviation as M = 58 and SD = 8. The students with scores higher
than 66 were categorized as having low anxiety, those with scores lower than 50 were categorized as high
anxiety, and those between 51 and 65 were categorized as medium anxiety. The percentage can be seen as
follows.
Level
Formula
Score
Low
58+8
> 66
Medium
58-8
< 50
High
50> M > 66
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Figure 1. The frequency of students reading anxiety level
Based on the result seen in the table above, it was found there were four students (18%) were categorized as
low level of reading anxiety, 14 students were categorized as medium level (64%) and four students (18%)
were categorized as high level. The last step was calculating the percentage of the result FLRA based on the
frequency counted. The percentage of students reading anxiety-based level can be seen in Figure 1.
Table 3. The Factors of Foreign Language Reading Anxiety
No
Domain
SD
D
N
A
SA
1
Unknown
vocabulary
7%
11%
25%
33%
24 %
Text
Feature
2
Unfamiliar
topic
3%
12%
32%
38%
15%
3
Unknown
culture
4%
12%
34%
34%
16%
4
Fear of
making
mistakes
5 %
11%
33%
36%
15%
Personal
Factors
5
Worry about
the reading
effect
7%
11%
36%
36%
10%
Table 3 indicates the students’ responses to the questionnaire on potential factors in reading anxiety. Each
item has some items to support the indicator of the domain. There are 26 items in the questionnaire of
potential factors in reading anxiety. The students’ responses were used to find the total responses in each
answer. There are 5-point Likert scales with positive scoring. The point is started with Strongly Disagree
(SD), Disagree (D), Neither Agree nor Disagree (N), Agree (A), and Strongly Agree (SA).
The responses to the questionnaire have been quantified in tabular form. From Table 4.2, it can conclude that
the first potential factor was personal in the domain of unknown vocabulary, with 57% of students agreeing
(33% strongly agree and 24% agree) with the statement that said fear of making mistakes could enhance their
anxiety in reading English text.
The second domain that students have agreed upon is the unfamiliar topic. There were 53% of students
agreed (15% strongly agree and 38% agree) that an unknown topic influences their reading anxiety. From
these responses, it can be concluded that most students still agreed that unfamiliarity with the topic in English
text causes their reading anxiety.
The third domain that caused students reading anxiety, based on students’ responses, is fear of making
mistakes, with an agreed to answer of 51 % (36% agree and 15% strongly agree). It means that most students
agreed that fear of making mistakes is a domain that students frequently experience as a potential factor of
their reading anxiety.
18%
64%
18%
Low
Medium
High
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The fourth domain that 50% of students agree on is unknown culture. 16% strongly agree, and 34% agree
that they are unknown cultures. It means that unknown culture also triggers reading anxiety.
The last domain that 46% of students agree on is the worry about the reading effect. 10% strongly agree, and
36% agree they are worried about the reading effect. It means worry about the reading effect also triggers
reading anxiety.
In brief, the most significant factor that students have chosen to cause English reading anxiety is unknown
vocabulary, which scored 57%. The second factor influencing students' English reading anxiety is an
unfamiliar topic with 53% of voters. Then the third factors are fear of making mistakes which 51% of
students agreed. Next, the fourth factors are unknown culture. The last domain chosen by students worries
about the reading effect is the fifth factor that many choose in factors that cause English reading anxiety in
students.
The result of this study is related to the study conducted by Saito et al. (1999), who found that the dominant
factor in students' English reading anxiety is unknown vocabulary. Unknown vocabulary has been a central
problem among foreign language learners in different contexts. Moreover, the unknown vocabulary might
impede learners' comprehension and causes difficulty, which turns into anxiousness (Rajab et al., 2009). The
second factor of students’ reading anxiety in TOEFL tests is unfamiliar topics. From twenty-two students, it
was found that the level of most students reading anxiety in the TOEFL test is 64% in the category of
medium level.
Based on interviewing the respondents about reading anxiety, not all symptoms are generally experienced by
EFL students in an Indonesian context. There are some features that students experience when they are
anxious, especially when they are reading English texts, such as they need to translate word for word, which
makes them less interested in reading English. Anxiety felt by students when reading is also much influenced
by the lack of strategies and the monotonous strategies in learning reading English, making them less
interested in reading exercises. Hence, it is better for the lecturers to apply more relevant and attractive
strategies to teach students.
5. Conclusion
This study aimed to determine the level of students' reading anxiety and discover the most potential factors
contributing to students’ Foreign Language Reading Anxiety (FLRA) in TOEFL Test. Based on the result
and the discussion about foreign language reading anxiety among EFL students in the TOEFL course, it can
conclude as follows.
1. The students English reading anxiety based on their level was 18% (4 students) in the low category,
64% (14 students) in the medium category, and 18% (4 students) in the high category. From the
result, it can be stated that most students experienced a medium level of English reading anxiety
with symptoms of reading anxiety such as worry, nervousness, and apprehension. After finding the
level of reading anxiety among students, it can be stated that their reading anxiety is categorized as
state anxiety, which means that students feel anxiety in certain situations, such asked to read English
text.
2. Depending on the frequency of English reading anxiety factors, it can be stated that the most
common factor faced by students is an unknown vocabulary, with 57%, followed by the second
factor, experienced by them is an unfamiliar topic, with 53%. The third factor that causes reading
anxiety is fear of making mistakes, and the fourth is unknown culture. The last factor is worry about
the reading effect.
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The Authors:
Fatin Nadifa Tarigan (https://orcid.org/0000-0003-2172-1176), Lecturer at English Education Department,
Faculty of Teacher Training and Education, Universitas Pembinaan Masyarakat Indonesia, Medan,
Indonesia. Her research interest includes Language Teaching, Linguistics, and Literature. E-mail:
nadifafatin11@gmail.com
Dian Heriani (https://orcid.org/0000-0001-9924-7756), English Lecturer at Sriwijaya State Polytechnic
(Politeknik Negeri Sriwijaya), Palembang, Indonesia. She has many years of experience in teaching English
in Higher Education Level. Her research interest includes applied linguistics, English Language Teaching
(ELT) and English for specific purpose (ESP). E-mail: dian.heriani1@gmail.com.
Anni Alvionita Simanjuntak (https://orcid.org/0000-0003-2473-5725). English lecturer at the Faculty of
Law Universitas Pembangunan Nasional "Veteran" Jakarta, Indonesia. Her research interest includes
Linguistics, Translation and English Language Teaching. E-mail: annialvionita@upnvj.ac.id.
Siti Aminah Hasibuan (https://orcid.org/0009-0007-9827-768X), Lecturer at the English Education
